Education in Building Chinese Socialism: Theory and Reality in the Transitional Period. IDE Special Paper No. 1.

Autor/in	Kobayashi, Fumio
Institution	Institute of Developing Economics, Tokyo (Japan).
Titel	Education in Building Chinese Socialism: Theory and Reality in the Transitional Period. IDE Special Paper No. 1.
Quelle	(1976), (35 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Asian Studies; Chinese Culture; Communism; Comparative Education; Educational Change; Educational Development; Educational History; Educational Philosophy; Educational Planning; Educational Policy; Educational Responsibility; Educational Theories; Elementary Secondary Education; Foreign Countries; Higher Education; Political Socialization; School Role; Socialism; Socioeconomic Influences; China + Suchen Sie Ihr Suchwort? Asia; Studies; Asienwissenschaft; Kommunismus; Vergleichende Erziehungswissenschaft; Bildungsreform; Bildungsentwicklung; History of education; Bildungsgeschichte; Bildungsphilosophie; Erziehungsphilosophie; Bildungsplanung; Politics of education; Bildungspolitik; Erziehungsverantwortung; Educational theory; Theory of education; Bildungstheorie; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politische Sozialisation; Sozialismus; Sozioökonomischer Faktor
Abstract	The booklet discusses educational problems in China after the 1949 Revolution and describes policies of the Chinese Communist Party to counteract those problems. Examining the educational problems in the context of the sociocultural environment, the booklet identifies major problems as low levels of productivity, limited educational resources, and a high rate of illiteracy. The Chinese Communist Party based the educational and cultural reforms of the First Five Year Plan (1953-8) on the philosophies of Mao Tse Tung. The educational program consisted of two parts: first, improving the school system and, second, broadening educational opportunities to change the class composition of the educated. Instead of conceiving of education as compulsory schooling, the Party approached education as a sociopolitical movement to change traditional attitudes towards education. The Party adopted various institutional forms of learning (agricultural schools, literacy schools for peasants, regional schools of higher education) to accomplish "what is possible" in "any way possible" by "whomsoever is capable." The conclusion is that educational policies and methods adopted by the Chinese Communist Party have succeeded in alleviating illiteracy, improving economic productivity, and increasing interaction between party members and the masses. (Author/DB)
Anmerkungen	Maruzen Co., Ltd., P.O. Box 5050, Tokyo International 100-31, Japan ($1.50 paperbound)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC